diplomsko delo
Polona Markelj (Author), Janja Črčinovič Rozman (Mentor), Bojan Kovačič (Co-mentor)

Abstract

Namen diplomskega dela je proučiti, v kolikšni meri učitelji v pouk glasbene umetnosti vključujejo dejavnosti s področja glasbene ustvarjalnosti in kakšen je po mnenju učiteljev interes učencev do glasbenih ustvarjalnih dejavnosti. Zanima nas, ali dejavnika, kot sta glasbena izobrazba učiteljev in vzgojno-izobraževalno obdobje, v katerem učitelj poučuje, vplivata na raznolikost in pogostost izvajanja glasbenih ustvarjalnih dejavnosti ter na naklonjenost učencev do glasbenih ustvarjalnih dejavnosti pri pouku glasbene umetnosti. V empiričnem delu smo uporabili deskriptivno ne eksperimentalno metodo pedagoškega raziskovanja. Podatke smo pridobili s pomočjo anketnega vprašalnika, ki ga je izpolnilo 211 učiteljev s celotnega območja Republike Slovenije, ki poučujejo od 2. do 5. razreda osnovne šole. Analiza podatkov je pokazala, da obstajajo razlike glede na izobrazbo učiteljev, saj tisti z več glasbene izobrazbe v pouk pogosteje vključijo glasbeno didaktične igre, pri katerih učenci ustvarjajo melodijo na dano besedilo, učencem večkrat ponudijo, da prosto oblikujejo melodije in variacije, jim pogosteje ponudijo instrumente, kot sta klavir in kitara. Razlike obstajajo tudi glede na vzgojno-izobraževalno obdobje, in sicer učitelji v prvem vzgojno-izobraževalnem obdobju pri pouku glasbene umetnosti večkrat uporabijo ustvarjalne dejavnosti s področja gibanja ob glasbi, za ustvarjanje/improviziranje večkrat izberejo ritmično improvizacijo, ritmične instrumente ter ustvarjalne glasbeno-didaktične igre, za katere učenci po mnenju učiteljev v prvem vzgojno-izobraževalnem obdobju kažejo večji interes kot učenci v drugem vzgojno-izobraževalnem obdobju. Omejitve naše raziskave se nanašajo predvsem na velikost vzorca in na neenakomerno porazdelitev anketirancev glede na glasbeno izobrazbo. Dobro bi bilo, da bi dobljene rezultate podkrepili z nadaljnjim raziskovanjem.

Keywords

diplomska dela;glasba;glasbena ustvarjalnost;pevska improvizacija;instrumentalna improvizacija;glasbene sposobnosti;didaktične igre;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [P. Markelj]
UDC: 37.091.3:78(043.2)
COBISS: 20799752 Link will open in a new window
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Downloads: 309
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Other data

Secondary language: English
Secondary title: INTEGRATING MUSICAL CREATIVITY INTO TEACHING MUSIC IN PRIMARY SCHOOL
Secondary abstract: The purpose of the thesis is to examine the extent to which music teachers include activities from the field of musical creativity and how learners are interested in creative musical activities according to the teachers' opinions. We are interested in the following factors: whether musical education of a teacher and the grade which a teacher teaches affect the diversity and frequency of the creative musical activities as well as if pupils' interest in creative musical activities at music lessons fosters creativemusical activities. In the empirical part,a descriptive experimental method of pedagogical researchwas used. Data were collected using a questionnaire which was completed by 211 teachers from the whole territory of the Republic of Slovenia who teach 2- to 5-grade pupils. The analysis of the data gathered showed that there are differences among teachers regarding education since teachers with more music education often include creative educational music games at music lessons at which pupils create a melody to a given text, encourage pupils to create melodies and variations and they are more likely to offer instruments such as a piano or a guitar to their pupils. There are also differences regarding the age group which a teacher teaches: teachers from the first gradesof primary schoolinclude creative activities from the field of movement; they often choosemusic to create rhythmic improvisations, they use rhythmic instruments and creative educational music games in which pupils, according to teachers' opinion, show a greater interest in the first educational period than pupils in the second educational period. The limitations of our study relate primarily to the sample size and uneven distribution of respondentsregarding their music education. It would be great if the results obtained could be supported by further research.
Secondary keywords: music;musical creativity;vocal improvisation;instrumental improvisation;creative educational music games;musical abilities;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 79 f., [3] f. pril.
ID: 8729669